毕业设计（论文）-通过语言交际教学法如何提高中国初中生英语口语能力.doc

本科学士学位论文On Improve Speaking Competence through Communicative Language Teaching ( CLT) in Junior High School in China通过语言交际教学法如何提高中国初中生英语口语能力 姓 名 学 号 院 系 外语学院 专 业 英语 指导教师 职称 2013年5月To Improve Speaking Competence through Communicative Language Teaching (CLT) in Junior High School in ChinaA Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of ArtsWritten By Yang ZhongxinSupervised By Wang Yongkang Department of Foreign Languages School of Arts and Science Yunnan Normal University Kunming, Yunnan P. R. China 云南师范大学文理学院本科毕业设计（论文）原创性声明本人郑重声明：所呈交的毕业设计（论文），是本人在指导教师的指导下独立研究、撰写的成果。设计（论文）中引用他人的文献、数据、图件、资料，均已在设计（论文）中加以说明，除此之外，本设计（论文）不含任何其他个人或集体已经发表或撰写的成果作品。对本文研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示了谢意。本声明的法律结果由本人承担。 毕业设计（论文）作者签名： 杨忠鑫 2013年 5月 9日 AcknowledgmentsI would like to take this opportunity to thank my supervisor Mr. Wang Yongkang, who offers me academic and constructive, advises on composing this paper. His encouragement and help are worthy of high acknowledgement. In the process of this essay, he gives me many useful advices. Even if he is busy with his work, he also takes time to correct carefully.In addition, I would like to express special thanks to my beloved parents and my friends, who have given my ceaseless support during the writing of this thesis.Last but not least, I would like to extend my sincere thanks to the College of Arts and Sciences, Yunnan Normal University, for the comprehensive education during my four years, which encourage me to study further. ContentsAbstract ( English Version)iAbstract ( Chinese Version)iiChapter One Introduction1Chapter Two Literature Review32.1 The definition of CLT32.2 Modern principles of CLT in China42.3 Modern features of CLT52.4 Major forms of CLT62.4.1 Role-playing62.4.2 Story-telling62.4.3 Exchanging information6Chapter Three Methodology83.1 The Research Questions83.2 Data Collection and Analysis8Chapter Four Results and Discussion104.1 The Analysis of the Questionnaire104.2 General Description of CLT in Junior High School114.2.1 The Frequent Use of CLT in Oral English Class114.2.2 The Preference of Certain Methods in Oral English Class124.2.3 The Effective Strategies to Improve Students Oral Ability through CLT124.2.3.1 Introducing Authentic Material into Class134.2.3.2 Teacher-Student Interactions134.2.3.3 Creating an Interactive Classroom134.3 Major Forms of Communicative Activities Applied in Junior School144.3.1 Pair Work144.3.2 Group Work14Chapter Five conclusion165.1 Major Findings of the Research165.2 Limitations of the Present Thesis16Appendix( Materials)18Appendix (Questionnaire)19Appendix (Teaching Plan)20Reference23Abstract Abstract Communicative language Teaching (CLT) is an approach to foreign or second language teaching which stresses communicative competence as the goal of language learning. The main purpose of studying CLT as an approach is to build up the communicative awareness of teachers and students and enhance their communicative competence especially linguistic competence. In the present thesis, the author plans to explore effective methods to improve the oral ability of students in junior high school. Based on the preview studies, especially the points of Hymes (1972) and William Littlewood (1981), the author intends to apply CLT to spoken English teaching classes. There are mainly three research questions to be addressed in the research: (1) Is CLT effective in spoken English teaching in junior high school? (2) Which methods do the students like best in class? (3) What are effective strategies to improve the students oral ability though CLT in junior high school? The followings are the major findings of the thesis:(1) the CLT-oriented teaching methods do have positive effects on the spoken ability of students in junior high school and the students are interested in teaching methods; (2) the students in junior high school prefer the activities which need more interactions, either between students and teachers (sometimes guessing games), or among peers (role-play). The design of classroom activities is quite vital to the effect of oral proficiency improvement; (3) there are several suggestions that are applicable in CLT-oriented speaking class-introducing authentic material into class, enhancing interactions between teacher and students and creating an interactive environment among peers.Key words: communicative language teaching; spoken English teaching, junior high schooli摘要摘要 交际语言教学法的核心思想是将语言作为一种工具来教授，其主要目的在于使学生能运用所学语言成功地进行交流，获得信息。本文在交际教学法的相关理论指导下，作者探寻提高中学生英语口语能力的有效途径，依据Hymes和 Littlewood的观点，作者提出了三个研究问题：（1）交际教学法对于初中生英语口语教学能否起到积极作用？（2）在初中英语口语课堂上，哪一类交际活动更受学生们的欢迎？（3）提高学生的英语口语能力最有效的策略有哪些？ 通过研究，得出以下结论：首先，交际语言教学法指导下的教学方法能够对初中生英语口语学习产生积极的效果，同时，学生对这类方法也比较感兴趣。其次，初中口语教学的课程设计对于提高学生的英语口语能力至关重要，一般说来，学生们更喜欢互动性的课堂活动环节，如猜字谜游戏和较色扮演。最后，对于交际语言教学法理论指导下的初中生英语口语教学，作者提出了一些可行的策略，包括应用真实材料、增加师生之间互动、在学生中创造互动氛围。关键词：交际语言教学法、英语口语教学、初中生iiChapter One Introduction Chapter One IntroductionThe argument intends to focus on improving speaking competence through Communicative Language Teaching (CLT) in junior high school in China. Speaking is the important skill of the junior high school English teaching. Most of the classroom activities are designed for advancing these language skills. Nunan (1992) suggests that proficiency is measured in term of the ability to carry out a conversion in the target language. Obviously, the fundamental goal of foreign language speaking teaching should be the acquisition of oral competence. It is necessary for the English language teaching in China to concentrate on the promotion of English communicative ability, especially the proficiency of English speaking competence. However, the development of speaking competence was largely neglected in English teaching for a long time. Language learners in the domestic teaching are still taught by the traditional teaching methodology which emphasis on grammar and translation. Consequently, the majority of Chinese English learners fail to use English tactfully and appropriately. Thus this paper provides a valid way for both teacher and learner to solve this problem. CLT is concluded to be more practical approach to develop the oral communication ability of learners. CLT originated in the early 70s. American anthropological linguists Hymes (1972) is the advocator of CLT researching, he points out the language first and foremost as a system for communication. It is found out that the cores of CLT idea views is using language to learn and learn to use language. As a mainstream of teaching theory, the CLT emphasized the functional and communicative potential of language. It argued that language teaching should focus on communicative proficiency rather than on mere mastery of structures. Therefore, this paper is divided into five chapters. Chapter one is an overall of the whole thesis, including research background and significance of the thesis in which the argument points out the necessity of teaching spoken English in junior high school, and problems existing in spoken English teaching in junior high school. In the Chapter One Introductionsecond chapter of this paper mainly introduces the definition, modern principles, modern features, major forms of CLT. Then the third chapter will demonstrate the methodology of the thesis. The research consists of an experience, a questionnaire and some interviews with the teachers and students in second grade in the junior school of China. Some strategies discussed in chapter four were described how to improve speaking competence through analyzing the questionnaires. The teacher may have designed the activities so as to provide an opportunity for learners to produce language that they had learnt. So some communicative activities have mentioned such as pair work and group work that can create a natural English speaking environment in class and establish a real communicative context to stimulate the interests of thestudents in learning oral English. From the above elaborations, the conclusion of the thesis includes the major research findings in the last chapter. (Littlewood 1981) On the whole, CLT developed with the increasing needs of communicative competence and the ultimate goal of CLT of English is to cultivate the communicative competence of English learners in the real sense. Meanwhile, the application of CLT in oral English teaching for junior high school students can overcome the drawbacks of student poor oral expression and lack communicative competence. Chapter Two Literature Review Chapter Two Literature Review In this chapter, the argument introduces the theoretical background of spoken English teaching: the definition, modern principles, modern features and major forms of CLT.2.1 The definition of CLTThe origins of Communicative Language teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. Until then, British linguistics began to emphasize the fundamental dimension of language teaching and communicative potential of language. Before defining CLT, communicative competence has mentioned in the theory of Hymes. Meanwhile, communicative competence theory was immediately introduced into language teaching and regards as one of the important theories of CLT. (Hymes 1972) According to Longman Dictionary of Applied Linguistic, Communicative Approach (CA) can be called CLT. It is an approach to foreign or Second Language Teaching which stresses communicative competence as the goal of language learning. Many scholars have defined CLT in different ways. First of all, Littlewood (1981) has given the notion about the CLT: the CLT opens up a wider perspective on language teaching. In particular, it makes people aware that it is not enough to teach learner how to manipulate the structure of foreign language. They must develop strategies for relating these structures to their communicative function in real situations. The second definition on CLT from Sauvignon (1991), he mentions that CLT has become a term for methods and curricula that embrace both the goal and the processes of classroom learning. Furthermore, Brown (1994): CLT is a language teaching approach which emphasizes on promoting learners communicative competence in the target language. Moreover, these views of CLT have also applied to classroom teaching which focus on teachers and learners. Thus the various definition of CLT has discussed. Chapter Two Literature ReviewRiggenbach and Lazaraton (1991) states that CLT focuses on the ability of learners to understand and communicate real information with each other. For another, Widdowson (1999) holds that the CLT concentrates on getting learners to do things with language, to express concepts and to carry out various communicative acts. A crucial element of the CLT to language teaching is the adoption of a methodology which will encourage learners to do things with the language they are learning, in addition, teachers must provide learners with ample opportunities to use the language. Finally, Finocchiaro and Brumfit (1983) pointed out language learning is seen as “learning to communicate” in the CLT, and the aim of CLT is the acquisition of communicative competence which language learners to use the target language for Communication effectively and appropriately.Obviously, the CLT is a piece of classroom work during which learners attention is principally focused on meaning rather than form. In the process of CLT, students are considered successful if they can communicate effectively in their English.2.2 Modern principles of CLT in ChinaFrom all the above-mentioned definitions and statements, researchers presented some principles of CLT as follows: Johnson (1982) puts forward three principles of CLT:1. the communicative principle: Activities that real communication promote learning. Learners learn a language through using it to communicate.2. the task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3. the meaningfulness principle: Language that is meaningful to the learner supports the learning process. Authentic and meaningful communication should be the goal of classroom activities. Besides, CLT consists of two versions: weak version and strong version. The weak vision, according to Howatt (1984), he stresses the importance of providing learners with opportunities to use their English for communicative purposes, Chapter Two Literature Reviewcharacteristically; he also attempts to integrate such communicative processes into a wiser program of language teaching. While the strong version of CLT advances the claim that language is acquired through communication, so that it is not merely a question of activating an exiting system itself. All in all, Howatt describes the former as “learning to use English” and the latter as “using English to learn it”.2.3 Modern features of CLT Scholars from different principles interpret the CLT in different ways. However, whats common in all the versions is that CLT is a theory of language teaching that starts from a communicative model of language and using language, which can be presented in a number of distinctive features. The features of CLT can be presented as follow: First, CLT focuses on communicative and contextual factors in using language. Language cannot be learned in isolation. (Michael, 1977) The total meaning of an utterance only can be deduced with an association to its social-cultural context. The second feature is learner-centered and experience-based view of language teaching. Applebee (1974) states that the ideal curriculum is consist of well-selected experiences. Individual learners possess unique interests, styles, needs, and goals, which should be reflected in the design of methods of instruction. The last one is learning by doing. The target language is learned best through the process of struggling to communicate. Nunan (1991) shows three features of CLT: 1. It stresses the need to allow students opportunities for authentic and creative use of the language. It focuses on meaning rather than form. 2. CLT in oral English instruction learning should be relevant to the needs of the students. 3. It advocates task-basked language teaching. Students should be given tasks to perform or problems to solve in the classroom. While, according to Littlewood (1981), one of the most characteristic features of CLT is that it pays systematic attention to functions as well as structural aspects of Chapter Two Literature Reviewlanguage.2.4 Major forms of CLT2.4.1 Role-playing Role-playing is a way of bring situations from real life into the classroom. Role-playing activities are those where students are asked to imagine that they are in different situations and act accordingly. Black and Butzkamm (1978) put forward that the concept of “role” is a useful one because it can link what takes place in the classroom with takes place outside it. By this means, CLT finds the best form to realize its advantage. Its not only in the classroom that teachers perform roles. They are doing so all the time in daily life. In addition, role-playing can be based on a dialogue or text from the text book. It gives students an opportunity to use the language they have practiced in a more creative way. Byrne (1976) presents two ways of organizing role play activities. One is the teacher asks one or two “good” pairs of students to improvise a conversation in front of the class. Another way is to ask students to practice the role play privately inPairs, and then ask one or two students to perform in front of the class.2.4.2 Story-telling Story-telling is an activity, which teaches and entertains. All students enjoy story telling. Stories break the monotony of traditional lessons because they use the real language of personal communication. It also involves listening and introducing students to the structure and language patterns of narrative. The main purpose of the activity is that learners should use the language they know in order to get meanings across as effectively as possible. Munby (1968) claims that the teacher as a storyteller must use different facial expressions, tones of voices and his whole body to dramatize a good reading. Meanwhile, the teacher ought to be chosen for the interests of students. Stories should not be too long and contain positive values.2.4.3 Exchanging information Many communicative activities are designed to be done by students working in Chapter Two Literature Reviewpair. To create a need to communicate, the two students in each pair are given different information. The activity can work in various ways. For example, one student has some information, and the other student has to find it out by asking questions, or one student has some information and tells it to the other student. Another way is that both students have different information, and they tell each other. Byrne and Rixon (1979) suggest that one of the easiest and most interesting forms of communicative activity in the classroom is for students to tell each other a